1.cdn.edl.io€¦ · Web viewNo repeating the defined word The defined word is NOT used in the definition _____ The defined word is used in the definition There are no phrases similar

5.P.2 and 5&C&G.2

2 Introduction

3 Introducing...Landforms

5 Quiz Me

6 Using Google Earth

7 Awards Show

9 Back to the Beginning

10 Introducing the Water Cycle

11 Evaporation Day(s)

12 Transpiration Day(s)

13 Condensation Day(s)

14 Precipitation Day(s)

15 Runoff Day(s)

16 Water Cycle Tic Tac Toc Toe

17 Prezi

19 Digital Gallery Walk

20 Photostory

22 Optional Activity

23 Play it Again, Please

24 It's Just Water

26 We Want Our Water

28 How Did It Get There?

29 So What?

30 Constitution Matters

32 Cook Me a Constitution

34 Back to the Water

36 Resources

37 Speaker Ideas

1

5.P.2 and 5.C&G.2

Introduction

Play the old favorite "America the Beautiful" for the students to listen to. Instruct them not to sing but to really pay attention to all the words and phrases that they know but may not have noticed before. Then hand out or have the students open the link to the lyrics http://kids.niehs.nih.gov/lyrics/america.htm.

Ask students to read through the lyrics and underline all the words or phrases that name or describe physical places in or characteristics of our nation. They should find at least the following words/phrases:

skies, mountains, plains, seas, wilderness, gold, cities

**Optional - show the slide show found at http://mybeautifulamerica.com/mybeautifulamerica.htm before beginning the Introduction.

2

http://mybeautifulamerica.com/mybeautifulamerica.htm

http://kids.niehs.nih.gov/lyrics/america.htm

Introducing... Landforms

To introduce the landforms, have students participate in a Gallery Walk. Hang large pieces of paper around the room - one for each landform. Divide students into groups and using a timer, give them a chance to research the landform that they are stationed at. They should write two facts about the landform on the paper and when the time is up they should move to the next station. At the second (and all following) station(s), students should research and write two new facts that are NOT on the paper already. This continues as students have the opportunity to add new facts to each of the landforms.

*You may want to post the websites on the class page or even provide printed copies of some pages in order to facilitate efficient research.

**If the class is large, you may want to do two of each of the landforms in order to keep the groups smaller.

***You may post the questions below for the students before the Gallery Walk to preview what they will need to know.

Following the Gallery Walk, have the last group that wrote on the paper present the information to the class by reading the facts that are there.

After that, students should answer the following questions. If necessary, one student from each group can revisit the papers to gather needed information.

Questions - answer each question for each of the different landforms. (Could be completed on the class Discussion Board)

1. How is the landform formed? or created?

2. Name one example of the landform in the world.

3. How is water connected to the landform?

3

Resources

Landforms Illustrated Glossary http://www.enchantedlearning.com/geography/landforms/glossary.shtml

Types of Landforms http://www.csus.edu/indiv/s/slaymaker/Archives/Geol10L/landforms.htm

Landforms http://www.mcwdn.org/MAPS&GLOBES/LandForms.html

Landforms in a Tub activity http://www.uen.org/Lessonplan/preview.cgi?LPid=11286

Valley - Mammoth Cave National Park - Green River Valley - http://www.nature.nps.gov/air/webcams/parks/macacam/macacam.cfm

Canyon - Black Canyon of the Gunnison http://www.nps.gov/blca/photosmultimedia/index.htm

Delta - Mississippi River Delta http://earthobservatory.nasa.gov/IOTD/view.php?id=4526

Floodplains http://www.uwsp.edu/geo/faculty/lemke/geog101/lectures/23_fluvial_landforms.html

4

http://www.uwsp.edu/geo/faculty/lemke/geog101/lectures/23_fluvial_landforms.html

http://earthobservatory.nasa.gov/IOTD/view.php?id=4526

http://www.nps.gov/blca/photosmultimedia/index.htm

http://www.nature.nps.gov/air/webcams/parks/macacam/macacam.cfm

http://www.uen.org/Lessonplan/preview.cgi?LPid=11286

http://www.mcwdn.org/MAPS&GLOBES/LandForms.html

http://www.csus.edu/indiv/s/slaymaker/Archives/Geol10L/landforms.htm

http://www.enchantedlearning.com/geography/landforms/glossary.shtml

Quiz Me

After students have answered the questions, read them the directions for Quiz Quiz Trade (Kagan 6.32). Instruct them that they will now be writing two questions for Quiz Quiz Trade that they will eventually be using to participate in the activity. Questions should be written on note cards and given to the teacher for approval before activity (Question on one side, answer on the other and make sure that the paper cannot be read from the opposite side).

Questions should have one correct answer that has been covered in the questions, the Gallery Walk, or class discussion.

Some examples might include:

What is the name of the landform that is often carved by a river and is a deep valley and generally has steep sides?

-Canyon

You want to go to a low spot between mountains. Where do you want to go?

-Valley

*If students have access image searches, they might want to reproduce or print images as examples that others have to identify.

5

Using Google Earth

Have students research the name of one of each of the landforms (valley, canyon, delta and floodplain). Using Google Earth's search feature, locate the landforms and have students observe what features are evident on the image. Have them write a post card from one of the locations with the information listed in the rubric below.

Postcard Rubric

Name of location and landform

Complete name and the geographic location of the landform is included. This may happen through a description or a small, original map.

Inaccuracies present. Name or location not accurate representation of the landform.

2 physical features Information includes at least 2 physical features or characteristics of the landform.

One feature or characteristic included.

Little to no information about the physical features.

Relevant, original picture/image

Postcard features an original picture that illustrates the landform and its geographic location.

Picture is original but lacks detail showing the landform and its geographic features.

Little to no effort to include useful and/or original picture.

6

Awards Show

Welcome to the first annual American Landform auditions. Each hopeful competitor will be given the chance to perform for thirty seconds in front of the panel of judges. The landform should expect some feedback and should come prepared with an audition piece that meets the criteria listed in the rubric. Auditions may be recorded or transcript with 'photos' can be submitted. Each competitor should bring along a "headshot" showing off their best features as well as at least two references.

Competitors are coming to the auditions with all types of performances prepared. Some have confirmed that they are singing, some are giving monologues, others dancing and a few are even doing comedy sketches. With all the great talent arriving, it's particularly important that each competitor be prepared with a completely original and totally thrilling audition piece.

Content Rubric

Head Shot Great original illustration of the landform. Should be set in its natural form not just isolated.

Picture shows landform but may not show it on Earth but more by itself.

Picture doesn't really show landform at all.

Age and Origin Landform states his/her age and how he/she came to be. There are at least 5 details given concerning the origin.

States age and origin but only includes 3-4 details about that origin.

States age and or origin. Lacking most of the required detail.

Defining Moments Contestant describes (with at least 3 details) 2 specific events in his/her history and why those events made a difference to him/her.

Contestant describes 1 event with 3 details or 2 events with 1 detail each.

Only 1 event and detail given.

Greatest Influences Identifies 3 factors that have shaped or changed the landform.

Identifies 2 factors. Identifies 1 factor.

References/Documentation Complete citations for at least 3 different sources.

Complete documentation for 2 sources.

Complete documentation for 1 source.

7

30 Second Performance Checklist

Includes all required content

Lasts 30 seconds (+/- 5 seconds)

Script or video recorded

Performance Ideas...

song, monologue, dance, comedy routine, poetry reading, others approved by judge (teacher)

**This can be a fun activity to do in front of the class. Students could even dress up and create a stage with set that is appropriate for an awards show.

8

To Go Back to the Beginning

Ask students to go back to the lyrics to "America the Beautiful". Have them look back at the landforms that are mentioned in the song. Are there any valleys? canyons? deltas? floodplains??

With their new appreciation for the landforms, their features and origins students should write a new verse to the song to include them. The new verse should rhyme and sound like the original and should make sense. Have students share their new verses with groups or the class.

9

Introducing the Water Cycle -

Mini Water Cycle Lab http://geology.com/teacher/water.shtml

Do the activity above. Students may work in groups to do it or teacher may decide to demonstrate for class. Have students answer the questions listed.

During and after the procedure, have students to draw what happened and label the different steps that they observed. They will be using this in the next stage of research.

Resources

Scholastic Water Cycle Video http://teacher.scholastic.com/activities/studyjams/water_cycle/

Animated Diagram http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/

Droplet and the Water Cycle (game) http://kids.earth.nasa.gov/droplet.html

Round and Round It Goes http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/watercycle.htm

Water Cycle http://www.cotf.edu/ete/modules/msese/earthsysflr/water.html

Water Cycle Diagram http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/grabber2.html

Summary of the Hydrologic Cycle http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/mtr/hyd/smry.rxml

USGS http://ga.water.usgs.gov/edu/watercyclehi.html

Fill in the Blank Diagram http://education.jlab.org/reading/water_cycle.html

BrainPOP the Water Cycle http://www.brainpop.com/science/earthsystem/watercycle/preview.weml

10

http://www.brainpop.com/science/earthsystem/watercycle/preview.weml

http://education.jlab.org/reading/water_cycle.html

http://ga.water.usgs.gov/edu/watercyclehi.html

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/smry.rxml

http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/grabber2.html

http://www.cotf.edu/ete/modules/msese/earthsysflr/water.html

http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/watercycle.htm

http://kids.earth.nasa.gov/droplet.html

http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/

http://teacher.scholastic.com/activities/studyjams/water_cycle/

http://geology.com/teacher/water.shtml

Evaporation Day(s)

Show or ask students to watch the segment on Evaporation at http://player.discoveryeducation.com/index.cfm?guidAssetId=2675B1CF-07A0-437D-A56B-A7A9F457673F

Then have students visit:

USGS http://ga.water.usgs.gov/edu/watercycleevaporation.html

The Watershed Concept http://techalive.mtu.edu/meec/module01/EvaporationandTranspiration.htm

Geography for Kids http://www.kidsgeo.com/geography-for-kids/0102-evaporation.php

Ask students to use their best organizing and word-turning abilities to compose their own definition of evaporation. Use the rubric below as well as the Purdue OWL website to create a useful and well-written definition.

Rubric

State the word and pronunciation Correctly spells and shows pronunciation of the word

Incorrect spelling or incorrect pronunciation guide.

Incorrect spelling and incorrect pronunciation guide.

State what makes it unique from others

Give 2 things that this word means that others don't

1 different meaning stated Little to no effort made to differentiate the word from others.

No repeating the defined word The defined word is NOT used in the definition

______________ The defined word is used in the definition

There are no phrases similar to "X is when" and "X is where"

Off-limits phrases do not appear in the definition

______________ The definition relies on those off-limits phrases

Original composition, no paraphrasing or plagirizing

Definition can be checked for plagirism and nothing is found.

Slight use of others' words or phrases, most of the definition is original.

Relies on the words and phrases of others with little original content.

How to Write a Definition http://owl.english.purdue.edu/owl/resource/622/01/

Label "evaporation" on the picture of the Mini Water Cycle Lab.

11

http://owl.english.purdue.edu/owl/resource/622/01/

http://www.kidsgeo.com/geography-for-kids/0102-evaporation.php

http://techalive.mtu.edu/meec/module01/EvaporationandTranspiration.htm

http://ga.water.usgs.gov/edu/watercycleevaporation.html

http://player.discoveryeducation.com/index.cfm?guidAssetId=2675B1CF-07A0-437D-A56B-A7A9F457673F

http://player.discoveryeducation.com/index.cfm?guidAssetId=2675B1CF-07A0-437D-A56B-A7A9F457673F

Transpiration Day(s)

Simply Science: Water Through the Ecosystem http://player.discoveryeducation.com/index.cfm?guidAssetId=66C5E7B0-8C8F-429A-A2D9-9F5B7964E901 - segment on Transpiration

Visit:

USGS http://ga.water.usgs.gov/edu/watercycleevapotranspiration.html

The Watershed Concept http://techalive.mtu.edu/meec/module01/Transpiration.htm

The Physical Environment http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/biogeography/transpiration.html


Rubric

















Label "transpiration" on the drawing from the procedure.

12


http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/biogeography/transpiration.html

http://techalive.mtu.edu/meec/module01/Transpiration.htm

http://ga.water.usgs.gov/edu/watercycleevapotranspiration.html

http://player.discoveryeducation.com/index.cfm?guidAssetId=66C5E7B0-8C8F-429A-A2D9-9F5B7964E901%20

http://player.discoveryeducation.com/index.cfm?guidAssetId=66C5E7B0-8C8F-429A-A2D9-9F5B7964E901%20

Condensation Day(s)

Show/Watch - A First Look: Weather segment "Condensation and Clouds" www.unitedstreaming.com

Visit - USGS http://ga.water.usgs.gov/edu/watercyclecondensation.html

Geography for Kids http://www.kidsgeo.com/geography-for-kids/0107-condensation.php

Chem4Kids.com http://www.chem4kids.com/files/matter_becondensate.html


Rubric

















Label "condensation" on the illustration.

13


http://www.chem4kids.com/files/matter_becondensate.html

http://www.kidsgeo.com/geography-for-kids/0107-condensation.php

http://ga.water.usgs.gov/edu/watercyclecondensation.html

Precipitation Day(s)

Show/Watch - The Water Cycle segment "Precipitation" www.unitedstreaming.com

Visit: Department of Atmospheric Sciences http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/mtr/cld/prcp/home.rxml

USGS http://ga.water.usgs.gov/edu/watercycleprecipitation.html

Geography for Kids http://www.kidsgeo.com/geography-for-kids/0111-precipitation.php


Rubric

















Label "precipitation" on the drawing.

14


http://www.kidsgeo.com/geography-for-kids/0111-precipitation.php

http://ga.water.usgs.gov/edu/watercycleprecipitation.html

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/prcp/home.rxml

Runoff Day(s)

Show/Watch - Water Smart: The Sun, Water Cycle and Climate segment "Runoff" www.unitedstreaming.com

Visit - USGS http://ga.water.usgs.gov/edu/watercyclerunoff.html

Department of Atmospheric Sciences http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/mtr/hyd/run.rxml

Great Lakes Communities and Ecosystems http://www.ucsusa.org/greatlakes/wincycle/glwincyc_sub.html


Rubric

















Label "runoff" on the illustration of the Mini Water Cycle lab.

15


http://www.ucsusa.org/greatlakes/wincycle/glwincyc_sub.html

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/run.rxml

http://ga.water.usgs.gov/edu/watercyclerunoff.html

Water Cycle Tic Tac Toc Toe

Ask students to pick two product choices for each step in the Water Cycle. Use each choice only once - so no repeats. Students to make sure that all required information is included in each product.

Bumper Sticker (5-20 words with small original picture)

Experiment (purpose, plan and diagram of experiment to show the step in action)

Poem (10-15 lines describing the step and its function in the water cycle)

News Article (the 5Ws and H of the water cycle)

Picture/Diagram Instruction Manual (how to make the water cycle or a particular step of the water cycle work)

Top Ten List (effects, functions, parts of, etc. the water cycle)

Song (2 verses with chorus)

Billboard (5-20 words with large original picture)

Greeting Card (front with picture, inside with 5-20 words)

Text Conversation (explain the water cycle or about a step)

Choice (with teacher approval)

All products must include the following information:

Term or step of water cycle

2 defining characteristics

Picture of the Water Cycle

16

As a review and/or assessment, have the students create a Prezi to demonstrate their knowledge of the Water Cycle.

**Prezi How To's http://prezi.com/learn/

Prezi Rubric

Correct Order The steps of the water cycle follow the correct order throughout the presentation.

_________________ The presentation does not follow the order of the water cycle.

Mechanics All spelling is correct and pictures appear with the proper terms.

Some spelling errors or problems with alignment.

Significant spelling and other mechanical issues.

Aesthetics Presentation is easy to read and the transitions are not distracting but lead viewers to understand the order of the water cycle.

Some colors or fonts may be hard to read. Other distractions make it unclear what order the water cycle takes.

Very haphazard and hard to understand.

17

http://prezi.com/learn/

Content Checklist

Evaporation - definition, original illustration, place in cycle

Transpiration - definition, original illustration, place in cycle

Condensation- definition, original illustration, place in cycle

Precipitation- definition, original illustration, place in cycle

Runoff- definition, original illustration, place in cycle

Documentation - at least 3 complete citations

18

Digital Gallery Walk

Instruct students to open their Prezi and leave their computer running. Hand each student three of the slips below. Each student should visit three other presentations and observe them taking care to note the information on the slip. Have them fill out the slip anonymously and leave them at the computer with the presentation. After students have visited three different computers ask them return to their own computer and read the observation slips. Remind them that the slips are not part of their grade but feedback so that they can make any necessary changes and/or improvements before submitting their Prezi.

Observation Slip

1. Name of Prezi creator.

2. Steps of the water cycle shown on the Prezi.

3. Order of the water cycle.

19

Create a Photostory (or other animated photo presentation software) to describe the impacts of the water cycle on land, the creation and change of landforms. The Photostory should be composed of images - both original and found (with proper citation) and should demonstrate an understanding of rock and soil erosion, the creation of canyons, valleys, mountains and tributaries and the effects that water has on each of those. The images should also show how material is deposited in deltas and floodplains and should include at least two maps indicating the topography of an area and/or the rainfall amounts in an area. Captions should be used to show how these landforms are created, two details that make them unique, and how they are related to water.

Microsoft Photostory Download http://microsoft-photo-story.en.softonic.com/

Kizoa http://www.kizoa.com/creating-slideshows

Photosnack http://www.photosnack.com/

Windows Live

Slideroll http://www.slideroll.com/

20

http://www.slideroll.com/

http://www.photosnack.com/

http://www.kizoa.com/creating-slideshows

http://microsoft-photo-story.en.softonic.com/

Photostory Rubric

12 original or found images

Product contains 12 images (found or original)

Product includes 8-10 images.

Product includes 6-7 images.

Rock and soil erosion - how they are created, 2 details that make them unique, their relationship to water

All 4 required pieces of information are found in the presentation.

Product is missing 1 required detail.

Product is missing 2 required details.

Canyons - how they are created, 2 details that make them unique, their relationship to water




Valleys - how they are created, 2 details that make them unique, their relationship to water




Mountains- how they are created, 2 details that make them unique, their relationship to water




Tributaries- how they are created, 2 details that make them unique, their relationship to water




2 maps Product includes 2 relevant maps (found or original)

Product contains 1 map (found or original)

Little to no information or map included.

Documentation All found images have full citations. At least 4 sources are documented.

At least 3 sources cited. May be missing full citations for 1 or 2 images.

Little to no source information provided.

21

Optional Activity

Students are the authors - they are going to create a children's ABC book of the water cycle and the land forms that it effects. The book should be geared towards young children and should include the information listed in the rubric. While it is suggested that they use the ABC format (naming one word or phrase for each letter of the alphabet), students may choose to design their own format or even write a short story instead.

Children's Book Checklist

2 details about valleys

2 details about canyons

2 details about deltas

2 details about floodplains

1 original image of each of the four landforms

Steps in the water cycle (5)

1 original image of each of the steps

1 way the water cycle affects each of the four landforms

Documentation of 3 sources

**This task can be made authentic by coordinating with a younger grade to have students present their books to real students. Second grade might be a good possible match for this.

22

Play it Again, Please

Play "America the Beautiful" once again. This time ask the students to listen for all the principles, values or beliefs that appear in the song. They should be able to pick out - liberty in law, more than self their country loved and patriot dream. Some students may even throw in pilgrims drawing on previous knowledge of why the pilgrims came to this nation.

Ask the students what values they would include in the song if they were writing it about their country today. Encourage them to come up with ideas like - equal, free, even connected or just.

23

It's Just Water

Place a clear plastic cup on each student's desk. Pour water into each cup but don't tell the students that it is indeed water. Ask the students to, without touching it or saying anything, describe the physical properties of what is in the cup.

Students should write down five observations about the liquid.

Obtain the weight of a single cup. Then have two students weigh their cups of liquid separately. Next, have one student pour his/her liquid into the second student's cup. Now, weigh the cup with the combined liquid. Ask students to compare the weights of the parts to the whole.

Students should write down three observations about the weights of the parts compared to that of the whole.

Finally, add food coloring to a student's cup of liquid (one in the class or one in a group). Ask students to write down three observations about the change that occurred.

With their observations, have students work in pairs to compose a "Poem for Two Voices" (Kagan 6.31). Poems should include all required information.

Poem Checklist

7 observations regarding the cup of liquid.

4 observations regarding the weights of the whole compared to its parts.

3 observations regarding the change that took place with the food coloring.

At least 15 lines.

A guess as to what the liquid is.

**Students can share the poems with a group or as a class.

24

Reveal to the students that the liquid was indeed water and that it, even after the food coloring, was completely harmless and totally drinkable.

But knowing what it is is only half the answer. The other remains...where did it come from?

In Craven County our drinking water comes from wells in the Black Creek and Pee Dee Aquifers. So, what's an aquifer?

Craven County Water Quality Report 2010 http://www.cravencounty.com/ws/index.cfm

Conduct the activity found at Build classroom aquifer http://water.epa.gov/learn/kids/drinkingwater/teachers_4-8.cfm. (There is a digital step-by-step procedure that students can follow or can be done as a class)

25

http://water.epa.gov/learn/kids/drinkingwater/teachers_4-8.cfm

http://www.cravencounty.com/ws/index.cfm

We Want Our Water!

Now you know what you're looking for...an aquifer. Use your best creative abilities to create Wanted Posters for both the Black Creek and Pee Dee Aquifers. The sources below will get you started and the rubric will tell you what needs to be included. There is even a template if you choose to use it.

Rubric

Description - size and location (6 facts)

Poster includes at least 6 descriptive details about an aquifer.

4-5 details included. 3 or fewer details included.

Wanted For - 4 reasons At least 4 reasons given for why people want/need the aquifer

3 reasons given why people want/need the aquifer

2 reasons given why people want/need the aquifer

Wanted By - 2 details 2 details about who wants/needs the aquifer

1 detail about who wants/needs the aquifer

Little to no information given regarding who wants/needs the aquifer

Original Image Relevant and original image shows something about the aquifer

Image may not be relevant or demonstrate understanding of aquifer

Image not appropriate or not original

Documentation Full citations of at least 2 sources included with submission.

Full citations of at least 1 source.

Little to no source information.

26

Template

Wanted: Pink Balloon

Description...

Wanted For...

Wanted By...

Reward:

27

How Did it Get There?

Knowing that drinking water comes from aquifers is a big step but it's also important to know how the water made it to the aquifer to begin with.

Go back once again to the water cycle. Hand out large pieces of paper to groups of five students. Have the students draw pictures of and label the five steps of the water cycle (one student per step). Encourage them to add details such as vegetation, landforms, etc.

Next, give each student a highlighter of some sort (magic markers work too). Ask them to highlight every step of the water cycle that they see that somehow impacts the groundwater.

This leads to a class discussion around the idea that groundwater - and aquifers - is impacted by all stages of the water cycle.

Have students write an exactly 25 word statement describing the ways that groundwater is affected by all other stages of the water cycle.

28

So What?

So what? students may ask. Well, they should know now that the water cycle impacts everything around them from landforms to the water that they drink every day. But what does it matter? It matters in a big way to everyone...which leaves the most important question for last - who is responsible for making sure that the water is protected?

Play the reading of the Preamble to the Constitution one time http://www.vrml.k12.la.us/cc/constitution_day/preamble/preambleforkids.htm.

Play the sound file once again...this time asking the students to write down how many goals the Founding Fathers had in writing the document.

Answer - six -

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. http://www.archives.gov/exhibits/charters/constitution_transcript.html

Hand out a copy of or link to the Preamble. Students may even choose to visit the Archives page and look at an image of the authentic document before reading the transcript.

Ask students to underline the six goals and then to rewrite each goal in 'kid language'.

Example - "in order to form a more perfect Union"...to make a better country than all the rest

**Teachers may choose to use the Reader's Theater option found at http://www.vrml.k12.la.us/cc/constitution_day/preamble/preambleforkids.htm.

Interactive Constitution http://ratify.constitutioncenter.org/constitution/index_no_flash.php

29

http://ratify.constitutioncenter.org/constitution/index_no_flash.php

http://www.vrml.k12.la.us/cc/constitution_day/preamble/preambleforkids.htm

http://www.archives.gov/exhibits/charters/constitution_transcript.html

http://www.vrml.k12.la.us/cc/constitution_day/preamble/preambleforkids.htm

Constitution Matters

Have students visit the Congress for Kids http://www.congressforkids.net/Constitution_index.htm. Working in partners, students should click through the introduction to the Constitution to answer the following questions:

Delegates to the Constitution -

How many states were represented?

A - 12

How long did the delegates work in private?

A - 4 months

The Work Begins

Describe three ideas that the Founding Fathers had about the type of government that they wanted.

Writing the Constitution

How many delegates were present during the writing of the Constitution?

A - 35

The Great Compromise

What is the Great Compromise?

A - The two house legislature with the Senate and the House of Representatives

Signing the Constitution

Who hand wrote the 4,300 words in two days?

A - Governor Morris

Ratifying the Constitution

Who were the Federalists?

A - Supporters of the Constitution

Bill of Rights

How many amendments are included in the Bill of Rights?

A- 10

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http://www.congressforkids.net/Constitution_index.htm

Powers of the Federal Government

Who has all the power?

A - No one, power is shared between state and federal governments

The Three Branches of Government

What are the three branches of the US government?

A - legislative, judicial and executive

Checks and Balances

What is the purpose of having checks and balances?

A - No one branch can gain too much power

Amendments

How many amendments have been proposed? How many have been approved?

A - more than 9,000 and 27

Women-Right to Vote

What amendment gave women the right to vote and in what year?

A - 19th in 1920

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Cook Me a Constitution

Armed with a new appreciation for and understanding of the Constitution and the process that the Founders had to go through to write it, students are going to write a recipe for the US Constitution.

It is helpful to go over the parts and function of a recipe before asking students to do this.

The Kitchn http://www.thekitchn.com/thekitchn/tips-techniques/how-to-write-a-recipe-like-a-professional-058522

ReadWriteThink http://www.readwritethink.org/parent-afterschool-resources/activities-projects/write-recipe-30172.html

Recipe Rubric

Ingredient List - 4 ingredients

A list of 4 "ingredients" - things that were required for the Founding Fathers to start.

Only 3 "ingredients" and may not completely relate to the Constitution process.

No connection to the Constitution or the Founding Fathers' process.

Cooking Procedure - 3 steps

At least 3 steps that the Founding Fathers had to take in order to create the Constitution

2 relevant steps - or others that don't really relate to the process.

No connection to the Constitution or the Founding Fathers' process

Picture with description of final product - all found pictures must be cited fully

Relevant picture (found or original) showing something about the process.

Picture seems somewhat connected but the connection is not clear.

No connection to the Constitution or the Founding Fathers' process

Documentation - 2 sources

Full documentation of all sources - including found pictures

1 source documented. Little to no source information.

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http://www.readwritethink.org/parent-afterschool-resources/activities-projects/write-recipe-30172.html

http://www.readwritethink.org/parent-afterschool-resources/activities-projects/write-recipe-30172.html

http://www.thekitchn.com/thekitchn/tips-techniques/how-to-write-a-recipe-like-a-professional-058522

http://www.thekitchn.com/thekitchn/tips-techniques/how-to-write-a-recipe-like-a-professional-058522

Example for Teachers (Don't show to students, describe or do an example of another recipe)

http://www.princetonol.com/groups/iad/links/constitution.jpg

Ingredients

A significant problem with the government situation.Fifty-five delegates from 12 statesThe Great Compromise4,300 handwritten words

Procedure1. Combine all delegates in small room in Philadelphia and close door for four months.2. Negotiate frequently using The Great Compromise to keep the ingredients together.3. Reduce to 4,300 words in two days.4. Garnish with thirty-nine signatures and pass to the states.5. Serve with 10 Amendments (Bill of Rights).

"Congress for Kids: [Constitution]: Ratifying the Constitution." Congress for Kids - Interactive, Fun-filled Experiences About the Federal Government. The Dirksen Congressional Center. Web. 11 May 2011. <http://www.congressforkids.net/Constitution_ratifyingconstitution.htm>.

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http://www.princetonol.com/groups/iad/links/constitution.jpg

Back to the Water

Now that you have investigated a bit more about the Constitution, you know who should care about the water - Everyone. As a member of a democratic society that was created with the goal of protecting the best interest of all and ensuring that each person has the opportunity to be successful, it is your job to be concerned about public issues such as water. The access to clean drinking water is essential for life and therefore it is critical that we use our powers outlined in the Constitution to protect our access to it.

So, it's up to you. People need education on the water cycle and the essential role that it plays in our lives. They also need to know that it is their responsibility to protect the water based on the Founding Fathers' statements in the Constitution. Design a campaign to educate a specific group of people on the water cycle, the effects that the water cycle has on land, a plan to protect the water, and the need for those people to participate in a plan to protect the water. The campaign should also include information about where the people get drinking water and how that drinking water is affects by the water cycle.

Your campaign should have three components (choose one from each column) and should feature the information on the Content Rubric.

Choices

Brochure Billboard Bumper StickerWebsite Magazine Ad Key ChainCommercial Website Ad Coaster

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Content Rubric

Specific target group Product identifies a specific group of people to target.

____________________ No group identified.

Water cycle Water cycle (all parts) described in 7 details.

5-6 details. 3-4 details included.

Effects on land 3 effects that water has on land.

2 effects that water has on the land around it.

1 effect of water on land.

Plan A 4 step plan of how to protect the water and water sources. Indicates who needs to be involved, what needs to happen, and what effects we can expect.

3 step plan leaves out 1 or 2 details.

Plan only has 2 steps and lacks detail.

Need to participate 3 specific reasons why people need to participate in the plan.

2 specific reasons why people need to participate in the plan.

1 specific reason.

Where drinking water comes from

4 details about where drinking water comes from in Craven County.

3 details about drinking water in Craven County.

2 details about Craven County's drinking water.

Documentation Full citations for at least 3 sources.

2 citations included. 1 citation included.

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Resources

North Carolina Aquifers http://www.ncwater.org/Education_and_Technical_Assistance/Ground_Water/AquiferCharacteristics/

Virtual Field Trip to an Aquifer http://www.spokaneaquifer.org/kids/vftm/aquifer/_tourlaunch2.htm

Aquifer - Pure Source of Water http://www.gma.org/katahdin/aquifer.html

ABC of Aquifers link

USGS http://water.usgs.gov/ogw/aquiferbasics/

www.unitedstreaming.com Search "The Magic School Bus: Wet All Over"

The Hydrologic Cycle http://www.nwrfc.noaa.gov/info/water_cycle/hydrology.cgi

Real-Time Water Data http://waterdata.usgs.gov/nwis/rt

Color Landform Atlas of the United States http://fermi.jhuapl.edu/states/states.html

National Park Service http://www.nature.nps.gov/multimedia.cfm

36

http://www.nature.nps.gov/multimedia.cfm

http://fermi.jhuapl.edu/states/states.html

http://waterdata.usgs.gov/nwis/rt

http://www.nwrfc.noaa.gov/info/water_cycle/hydrology.cgi

http://water.usgs.gov/ogw/aquiferbasics/

http://docs.google.com/viewer?a=v&q=cache:VmxKWYfNguMJ:www.agwt.org/info/pdfs/abcsofaquifers.pdf+aquifer&hl=en&gl=us&pid=bl&srcid=ADGEEShmjRx20k7UVQ6_vfS17P8GhKr2BLFT536N0-ZFtCpFWkbrlPwOGeSoskp-PRHgUQz0xwJSksDwIJcQtXQh6_L_RC9Yvvony0DfNAmL7xPqQRcCKZXw-6v4INNAHJFfIPRKUxmZ&sig=AHIEtbQLJmoRMlhUvCqpD48TSZjVYMYKpQ

http://www.gma.org/katahdin/aquifer.html

http://www.spokaneaquifer.org/kids/vftm/aquifer/_tourlaunch2.htm

http://www.ncwater.org/Education_and_Technical_Assistance/Ground_Water/AquiferCharacteristics/

Speaker Ideas

Craven County Water Department

2830 Neuse BoulevardNew Bern, NC 28560

Superintendent: Rusty HayesPhone: (252) 636-6615Fax: (252) 636-4985E-mail: [email protected]

Lower Neuse Riverkeeper

New Bern Office:1307 Country Club Road New Bern, NC 28562Office Phone: 252-637-7972FAX: 252-514-0051

Mailing Address:P.O. Box 15451New Bern, NC 28561

Larry BaldwinLower Neuse RIVERKEEPER®[email protected]

Diane BaldwinOffice [email protected]

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mailto:[email protected]



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